Summary C E F R I O Report Teachers
Transcript of Summary C E F R I O Report Teachers
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Centre de liaison et de transfert6 juillet 2004
IT-Supported Learning and Networking
Phase 2
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CEFRIO STUDY & CEFRIO - LEARN FOLLOW-UP
In 2005-2006, over 100 teachers and administrators were interviewed in all nine English School Boards:Based on those interviews, six key factors were identified that influence the use of ICT-supported teaching and learningRecommendations were made at the class, school, board, and system level Representatives from the nine school boards met and discussed the report and its recommendations
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Six Key Factors Supporting Student Learning & Development
StudentLearning &
Development
StakeholderSupport
Teachers
TechnicalSupport
Leadership Infrastructure
ProfessionalDevelopment
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Student Learning & Development
Student engagement in learning is enhanced in effective IT-supported learning environments, when
– Teachers select developmentally-appropriate material
– Students work collaboratively – Students access and evaluate
relevant information on the Internet, especially in remote communities
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LeadershipPrincipals and Administrative Teams provide leadership by:
– Encouraging and supporting teachers to use ICT– Embedding the increased use of ICT as an objective
in the Educational Project and School Success Plans– Establishing and supporting Techno-Pedagogical
Coordinating Committees– Modeling the effective use of ICT
Encouraging the support of school board administrators in facilitating the use of ICT and the sharing of knowledge and skillsEncouraging collaborative leadership among consultants, RECIT animators and school-based techno-pedagogical leaders
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Professional Development
There is a need for increased school-based professional development
There should be a focus on collective competency building for teachers, educational leaders, and techno-pedagogical support personnel:
– Providing for face-to-face and online opportunities to meet, share, reflect on, knowledge build and document their practice, knowledge, skills, and needs
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Recommendations: Operational Level - School Boards
Infrastructure, technical support, and funding are securedProactive leadership and collaborative action planning by principalsTeachers have sufficient time to meet, share & develop competenciesTechno-pedagogical Coordinating Committees establishedProfessional development & collective competency building for teachers, principals, and consultants
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Recommendations: Operational Level
Principals– Ensure pedagogically-relevant, reliable,
and up-to-date infrastructure– Provide pro-active techno-pedagogical
leadership
Teachers– Consider the pedagogical and
professional value of including ICT– Address the most optimal means of using
these resources
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Recommendations: Strategic Level
ADGESBQ-QESBA– Enable the development of a common vision and
a multi-year strategic plan for the use of ICT in support of student learning and networking
LEARN– Collaborate to develop the use of student
networking and distance education initiatives– Encourage professional development, collective
competency building, and collaborative networking using resources from LEARNing Communities, school board consultants, RECIT animators, and techno-pedagogical support teachers.
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Common Discussion and Consensus Points
1. The QEP is the vision, ICT is the tool
ICT supports the implementation of the QEP
Whenever teachers have used ICT in a project-based approach, they have made great strides in their implementation of the QEP
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Common Discussion and Consensus Points
2. Pedagogy first; technology second when discussing any aspect of technology, it was understood that pedagogy comes first, and technology is at its servicethis applies when ICT departments are looking to implement or configure infrastructure, hardware and softwareit also applies to teacher and leadership training, the focus should be on using ICT as a tool for learning
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Common Discussion and Consensus Points
3. Research: The theme of research came up in several circumstances:access to research which documents the positive impact of ICT in a constructivist approach;research to better understand and implement conditions for change and innovation in the education system
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Common Discussion and Consensus Points
4. Sharing and Networking: the importance of creating a supportive network and the sharing of information was highlighted at the: ICT director’s level to coordinate efforts as a way to avoid duplication; leadership level to address issues of supporting change; teachers’ level to give and get support and develop competency
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Project Phases
At the present time it is expected that the project will evolve through the following four phases:
Situational Analysis
Support Management
Innovative Experimentation
Sustainable Implementation
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Situational Analysis
Assessment of the current situation in relation to:
availability of required computer equipment and Internet access
access to reliable technical support
availability of readily accessible techno-pedagogical support
appropriate support for project-related professional development
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Support Management
acquisition of required computer equipment and Internet connections
provision of release time for project-related professional development
establishment of a resource room/meeting place for team members to share ideas and expertise
facilitation of within-team and project-based techno-pedagogical support
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Innovative Experimentation
support for professional development and team learning opportunities
monitoring of progress and related revisions
knowledge building and sharing activities within and across the project network
collaboratively addressing difficulties as they arise
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Sustainable Implementation
establishing ongoing support and resources for the project and its outcomes
considering the possibility of extending project objectives to other teachers within and outside the school
evaluating the change process and educational impact made by the project
sharing the knowledge gained
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Value AddedSupport professional development through networkingImprovement and dissemination of successful practice through knowledge building and sharingEnhanced use of IT-supported learningRecognition and celebration of accomplishmentsSupporting shared leadership at the school and system level Facilitating the development of a shared vision